Inquiry-based learning in science education
Heather Banchi and Randy Bell (2008) suggest that there are four levels of inquiry-based learning in science education: confirmation inquiry, structured inquiry, guided inquiry and open inquiry. With confirmation inquiry, students are provided with the question and procedure (method), and the results are known in advance. Confirmation inquiry is useful when a teacher’s goal is to reinforce a previously introduced idea; to introduce students to the experience of conducting investigations; or to have students practice a specific inquiry skill, such as collecting and recording data.
In structured inquiry, the question and procedure are still provided by the teacher; however, students generate an explanation supported by the evidence they have collected. In guided inquiry, the teacher provides students with only the research question, and students design the procedure (method) to test their question and the resulting explanations. Because this kind of inquiry is more involved than structured inquiry, it is most successful when students have had numerous opportunities to learn and practice different ways to plan experiments and record data.
At the fourth and highest level of inquiry, open inquiry, students have the purest opportunities to act like scientists, deriving questions, designing and carrying out investigations, and communicating their results. This level requires the most scientific reasoning and greatest cognitive demand from students.
Thursday, May 19, 2011
INQUIRY BASED LEARNING
Inquiry-based learning is an instructional method developed during the discovery learning movement of the 1960s. It was developed in response to a perceived failure of more traditional forms of instruction, where students were required simply to memorize fact laden instructional materials (Bruner, 1961). Inquiry learning is a form of active learning, where progress is assessed by how well students develop experimental and analytical skills rather than how much knowledge they possess.
THEORIES OF LEARNING
In psychology and education, learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place.
Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
CONSTRUCTIVISM
Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members"(Driver et al., 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building. Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure.[citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice and religious practice.
Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
CONSTRUCTIVISM
Constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, "learning involves constructing one's own knowledge from one's own experiences." Constructivist learning, therefore, is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context. This is also known as social constructivism (see social constructivism). Social constructivists posit that knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. Learning is seen as the process by which individuals are introduced to a culture by more skilled members"(Driver et al., 1994) Constructivism itself has many variations, such as Active learning, discovery learning, and knowledge building. Regardless of the variety, constructivism promotes a student's free exploration within a given framework or structure.[citation needed]The teacher acts as a facilitator who encourages students to discover principles for themselves and to construct knowledge by working to solve realistic problems. Aspects of constructivism can be found in self-directed learning, transformational learning, experiential learning, situated cognition, and reflective practice and religious practice.
DANIEL GOLEMAN
Goleman authored the internationally best-selling book, Emotional Intelligence (1995, Bantam Books), that spent more than one-and-a-half years on the New York Times Best Seller list. Goleman developed the argument that non-cognitive skills can matter as much as I.Q. for workplace success in "Working with Emotional Intelligence" (1998, Bantam Books), and for leadership effectiveness in "Primal Leadership" (2001, Harvard Business School Press). Goleman's most recent best-seller is Social Intelligence: The New Science of Human Relationships (2006, Bantam Books).
EMOTIONAL INTELLIGENCE
Emotional intelligence (EI) is an ability, skill or, in the case of the trait EI model, a self-perceived ability to identify, assess, and control the emotions of oneself, of others, and of groups. Various models and definitions have been proposed of which the ability and trait EI models are the most widely accepted in the scientific literature. Criticisms have centered on whether the construct is a real intelligence and whether it has incremental validity over IQ and the Big Five personality dimensions.
ABRAHAM MASLOW
Abraham Maslow's hierarchy of needs is often portrayed in the shape of a pyramid, with the largest and most fundamental levels of needs at the bottom, and the need for self-actualization at the top.[1][6]
The most fundamental and basic four layers of the pyramid contain what Maslow called "deficiency needs" or "d-needs": esteem , friendship and love, security, and physical needs. With the exception of the most fundamental (physiological) needs, if these "deficiency needs" are not met, the body gives no physical indication but the individual feels anxious and tense. Maslow's theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Maslow also coined the term Metamotivation to describe the motivation of people who go beyond the scope of the basic needs and strive for constant betterment.[7] Metamotivated people are driven by B-needs (Being Needs), instead of deficiency needs (D-Needs).
Physiological needsFor the most part, physiological needs are obvious — they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function.
Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. The intensity of the human sexual instinct is shaped more by sexual competition than maintaining a birth rate adequate to survival of the species.
Safety needsWith their physical needs relatively satisfied, the individual's safety needs take precedence and dominate behavior. In the absence of physical safety -- due to terrorist attack, war, natural disaster, or, in cases of family violence, childhood abuse, etc -- people (re-)experience post-traumatic stress disorder and trans-generational trauma transfer. In the absence of economic safety -- due to economic crisis and lack of work opportunities - these safety needs manifest themselves in such things as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, and the like.
Safety and Security needs include:
Personal security
Financial security
Health and well-being
Safety net against accidents/illness and their adverse impacts
Love and belongingAfter physiological and safety needs are fulfilled, the third layer of human needs are social and involve feelings of belongingness. The need is especially strong in childhood and can over-ride the need for safety as witnessed in children who cling to abusive parents which is sometimes called Stockholm syndrome. The absence of this aspect of Maslow's hierarchy - due to hospitalism, neglect, shunning, ostracism etc - can impact individual's ability to form and maintain emotionally significant relationships in general, such as:
Friendship
Intimacy
Family
Humans need to feel a sense of belonging and acceptance, whether it comes from a large social group, such as clubs, office culture, religious groups, professional organizations, sports teams, gangs, or small social connections (family members, intimate partners, mentors, close colleagues, confidants). They need to love and be loved (sexually and non-sexually) by others. In the absence of these elements, many people become susceptible to loneliness, social anxiety, and clinical depression. This need for belonging can often overcome the physiological and security needs, depending on the strength of the peer pressure; an anorexic, for example, may ignore the need to eat and the security of health for a feeling of control and belonging.[citation needed]
EsteemAll humans have a need to be respected and to have self-esteem and self-respect. Esteem presents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel self-valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. People with low self-esteem need respect from others. They may seek fame or glory, which again depends on others. Note, however, that many people with low self-esteem will not be able to improve their view of themselves simply by receiving fame, respect, and glory externally, but must first accept themselves internally. Psychological imbalances such as depression can also prevent one from obtaining self-esteem on both levels.
Most people have a need for a stable self-respect and self-esteem. Maslow noted two versions of esteem needs, a lower one and a higher one. The lower one is the need for the respect of others, the need for status, recognition, fame, prestige, and attention. The higher one is the need for self-respect, the need for strength, competence, mastery, self-confidence, independence and freedom. The latter one ranks higher because it rests more on inner competence won through experience. Deprivation of these needs can lead to an inferiority complex, weakness and helplessness.
Maslow also states that even though these are examples of how the quest for knowledge is separate from basic needs he warns that these “two hierarchies are interrelated rather than sharply separated” (Maslow 97). This means that this level of need, as well as the next and highest level, are not strict, separate levels but closely related to others, and this is possibly the reason that these two levels of need are left out of most textbooks.
Self-actualization“What a man can be, he must be.”[8] This forms the basis of the perceived need for self-actualization. This level of need pertains to what a person's full potential is and realizing that potential. Maslow describes this desire as the desire to become more and more what one is, to become everything that one is capable of becoming.[9] This is a broad definition of the need for self-actualization, but when applied to individuals the need is specific. For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions.[10] As mentioned before, in order to reach a clear understanding of this level of need one must first not only achieve the previous needs, physiological, safety, love, and esteem, but master these needs.
Self-transcendenceViktor Frankl later added Self-transcendence
The most fundamental and basic four layers of the pyramid contain what Maslow called "deficiency needs" or "d-needs": esteem , friendship and love, security, and physical needs. With the exception of the most fundamental (physiological) needs, if these "deficiency needs" are not met, the body gives no physical indication but the individual feels anxious and tense. Maslow's theory suggests that the most basic level of needs must be met before the individual will strongly desire (or focus motivation upon) the secondary or higher level needs. Maslow also coined the term Metamotivation to describe the motivation of people who go beyond the scope of the basic needs and strive for constant betterment.[7] Metamotivated people are driven by B-needs (Being Needs), instead of deficiency needs (D-Needs).
Physiological needsFor the most part, physiological needs are obvious — they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function.
Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. The intensity of the human sexual instinct is shaped more by sexual competition than maintaining a birth rate adequate to survival of the species.
Safety needsWith their physical needs relatively satisfied, the individual's safety needs take precedence and dominate behavior. In the absence of physical safety -- due to terrorist attack, war, natural disaster, or, in cases of family violence, childhood abuse, etc -- people (re-)experience post-traumatic stress disorder and trans-generational trauma transfer. In the absence of economic safety -- due to economic crisis and lack of work opportunities - these safety needs manifest themselves in such things as a preference for job security, grievance procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, and the like.
Safety and Security needs include:
Personal security
Financial security
Health and well-being
Safety net against accidents/illness and their adverse impacts
Love and belongingAfter physiological and safety needs are fulfilled, the third layer of human needs are social and involve feelings of belongingness. The need is especially strong in childhood and can over-ride the need for safety as witnessed in children who cling to abusive parents which is sometimes called Stockholm syndrome. The absence of this aspect of Maslow's hierarchy - due to hospitalism, neglect, shunning, ostracism etc - can impact individual's ability to form and maintain emotionally significant relationships in general, such as:
Friendship
Intimacy
Family
Humans need to feel a sense of belonging and acceptance, whether it comes from a large social group, such as clubs, office culture, religious groups, professional organizations, sports teams, gangs, or small social connections (family members, intimate partners, mentors, close colleagues, confidants). They need to love and be loved (sexually and non-sexually) by others. In the absence of these elements, many people become susceptible to loneliness, social anxiety, and clinical depression. This need for belonging can often overcome the physiological and security needs, depending on the strength of the peer pressure; an anorexic, for example, may ignore the need to eat and the security of health for a feeling of control and belonging.[citation needed]
EsteemAll humans have a need to be respected and to have self-esteem and self-respect. Esteem presents the normal human desire to be accepted and valued by others. People need to engage themselves to gain recognition and have an activity or activities that give the person a sense of contribution, to feel self-valued, be it in a profession or hobby. Imbalances at this level can result in low self-esteem or an inferiority complex. People with low self-esteem need respect from others. They may seek fame or glory, which again depends on others. Note, however, that many people with low self-esteem will not be able to improve their view of themselves simply by receiving fame, respect, and glory externally, but must first accept themselves internally. Psychological imbalances such as depression can also prevent one from obtaining self-esteem on both levels.
Most people have a need for a stable self-respect and self-esteem. Maslow noted two versions of esteem needs, a lower one and a higher one. The lower one is the need for the respect of others, the need for status, recognition, fame, prestige, and attention. The higher one is the need for self-respect, the need for strength, competence, mastery, self-confidence, independence and freedom. The latter one ranks higher because it rests more on inner competence won through experience. Deprivation of these needs can lead to an inferiority complex, weakness and helplessness.
Maslow also states that even though these are examples of how the quest for knowledge is separate from basic needs he warns that these “two hierarchies are interrelated rather than sharply separated” (Maslow 97). This means that this level of need, as well as the next and highest level, are not strict, separate levels but closely related to others, and this is possibly the reason that these two levels of need are left out of most textbooks.
Self-actualization“What a man can be, he must be.”[8] This forms the basis of the perceived need for self-actualization. This level of need pertains to what a person's full potential is and realizing that potential. Maslow describes this desire as the desire to become more and more what one is, to become everything that one is capable of becoming.[9] This is a broad definition of the need for self-actualization, but when applied to individuals the need is specific. For example one individual may have the strong desire to become an ideal parent, in another it may be expressed athletically, and in another it may be expressed in painting, pictures, or inventions.[10] As mentioned before, in order to reach a clear understanding of this level of need one must first not only achieve the previous needs, physiological, safety, love, and esteem, but master these needs.
Self-transcendenceViktor Frankl later added Self-transcendence
JEAN PIAGET LISTENING TO CHILDREN
Research methodsPiaget wanted to revolutionize the way research methods were conducted. Although he started researching with his colleagues using a traditional method of data collection, he was not fully satisfied with the results and wanted to keep trying to find new ways of researching using a combination of data, which included: naturalistic observation, psychometrics, and the psychiatric clinical examination, in order to have a less guided form of research that would produce more genuine results. As Piaget developed new research methods, he wrote a book called The Language and Thought of the Child, which aimed to synthesize the methods he was using in order to study the conclusion children drew from situations and how they arrived to such conclusion. The main idea was to observe how children responded and articulated certain situations with their own reasoning, in order to examine their thought processes(Mayer, 2005).
Piaget administered a test in 15 boys with ages ranging from 10–14 years-old in which he asked participants to describe the relationship between a mix bouquet of flowers and a bouquet with flowers of the same color. The purpose of this study was to analyze the thinking process the boys had and to draw conclusions about the logic processes they had used, which was a psychometric technique of research. Piaget also used the psychoanalytic method initially developed by Sigmund Freud. The purpose of using such method was to examine the unconscious mind, as well as to continue parallel studies using different research methods. Psychoanalysis was later rejected by Piaget, as he thought it was insufficiently empirical (Mayer, 2005).
Piaget argued that children and adults used speech for different purposes. In order to confirm his argument, he experimented analyzing a child’s interpretation of a story. In the experiment, the child listened to a story and then told a friend that same story in his/her own words. The purpose of this study was to examine how children verbalize and understand each other without adult intervention. Piaget wanted to examine the limits of naturalistic observation, in order to understand a child’s reasoning. He realized the difficulty of studying children's thoughts, as it is hard to know if a child is pretending to believe their thoughts or not. Piaget was the pioneer researcher to examine children’s conversations in a social context - starting from examining their speech and actions - where children were comfortable and spontaneous(Kose, 1987).
Piaget administered a test in 15 boys with ages ranging from 10–14 years-old in which he asked participants to describe the relationship between a mix bouquet of flowers and a bouquet with flowers of the same color. The purpose of this study was to analyze the thinking process the boys had and to draw conclusions about the logic processes they had used, which was a psychometric technique of research. Piaget also used the psychoanalytic method initially developed by Sigmund Freud. The purpose of using such method was to examine the unconscious mind, as well as to continue parallel studies using different research methods. Psychoanalysis was later rejected by Piaget, as he thought it was insufficiently empirical (Mayer, 2005).
Piaget argued that children and adults used speech for different purposes. In order to confirm his argument, he experimented analyzing a child’s interpretation of a story. In the experiment, the child listened to a story and then told a friend that same story in his/her own words. The purpose of this study was to examine how children verbalize and understand each other without adult intervention. Piaget wanted to examine the limits of naturalistic observation, in order to understand a child’s reasoning. He realized the difficulty of studying children's thoughts, as it is hard to know if a child is pretending to believe their thoughts or not. Piaget was the pioneer researcher to examine children’s conversations in a social context - starting from examining their speech and actions - where children were comfortable and spontaneous(Kose, 1987).
Howard Gardner : Change The World
Here is a reflection by Howard Gardner.
He stresses his desire to nurture change agents.
" I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill."
Howard Earl Gardner's work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner's contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:
In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains.
One of the main impetuses for this movement has been Howard Gardner's work. He has been, in Smith and Smith's (1994) terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget.
Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole.
He stresses his desire to nurture change agents.
" I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill."
Howard Earl Gardner's work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner's contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:
In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains.
One of the main impetuses for this movement has been Howard Gardner's work. He has been, in Smith and Smith's (1994) terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget.
Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole.
EXISTENTIALISM
Dr Victor Frankl inspired me .
It was due to his and others' suffering in these camps that he came to his hallmark conclusion that even in the most absurd, painful and dehumanized situation, life has potential meaning and that therefore even suffering is meaningful. This conclusion served as a strong basis for Frankl's logotherapy. An example of Frankl's idea of finding meaning in the midst of extreme suffering is found in his account of an experience he had while working in the harsh conditions of the Auschwitz concentration camp:
... We stumbled on in the darkness, over big stones and through large puddles, along the one road leading from the camp. The accompanying guards kept shouting at us and driving us with the butts of their rifles. Anyone with very sore feet supported himself on his neighbor's arm. Hardly a word was spoken; the icy wind did not encourage talk. Hiding his mouth behind his upturned collar, the man marching next to me whispered suddenly: "If our wives could see us now! I do hope they are better off in their camps and don't know what is happening to us."
That brought thoughts of my own wife to mind. And as we stumbled on for miles, slipping on icy spots, supporting each other time and again, dragging one another up and onward, nothing was said, but we both knew: each of us was thinking of his wife. Occasionally I looked at the sky, where the stars were fading and the pink light of the morning was beginning to spread behind a dark bank of clouds. But my mind clung to my wife's image, imagining it with an uncanny acuteness. I heard her answering me, saw her smile, her frank and encouraging look. Real or not, her look was then more luminous than the sun which was beginning to rise.
A thought transfixed me: for the first time in my life I saw the truth as it is set into song by so many poets, proclaimed as the final wisdom by so many thinkers. The truth -- that love is the ultimate and the highest goal to which man can aspire. Then I grasped the meaning of the greatest secret that human poetry and human thought and belief have to impart: The salvation of man is through love and in love. I understood how a man who has nothing left in this world still may know bliss, be it only for a brief moment, in the contemplation of his beloved. In a position of utter desolation, when man cannot express himself in positive action, when his only achievement may consist in enduring his sufferings in the right way—an honorable way—in such a position man can, through loving contemplation of the image he carries of his beloved, achieve fulfillment. For the first time in my life I was able to understand the meaning of the words, "The angels are lost in perpetual contemplation of an infinite glory...."
Another important conclusion for Frankl was:
If a prisoner felt that he could no longer endure the realities of camp life, he found a way out in his mental life– an invaluable opportunity to dwell in the spiritual domain, the one that the SS were unable to destroy. Spiritual life strengthened the prisoner, helped him adapt, and thereby improved his chances of survival.[8]
Frankl's concentration camp experiences thus shaped both his therapeutic approach and philosophical outlook, as reflected in his seminal publications. He often said that even within the narrow boundaries of the concentration camps he found only two races of men to exist: decent and unprincipled ones. These were to be found in all classes, ethnicities, and groups.[9] Following this line of thinking, he once recommended that the Statue of Liberty on the East Coast of the United States be complemented by a Statue of Responsibility on the West Coast, and there are reportedly plans to construct such a statue.[10]
Frankl's approach is often considered to be amongst the broad category that comprises existentialists.[11] Frankl, "who has devoted his career to a study of an existential approach to therapy, has apparently concluded that the lack of meaning is the paramount existential stress. To him, existential neurosis is synonymous with a crisis of meaninglessness".[12]
He is thought to have coined the term Sunday Neurosis referring to a form of depression resulting from an awareness in some people of the emptiness of their lives once the working week is over.[13][14] This arises from an existential vacuum, which Frankl distinguished from existential neurosis.[15]
The existential vacuum - or, as he sometimes terms it, "existential frustration" - is a common phenomenon and is
It was due to his and others' suffering in these camps that he came to his hallmark conclusion that even in the most absurd, painful and dehumanized situation, life has potential meaning and that therefore even suffering is meaningful. This conclusion served as a strong basis for Frankl's logotherapy. An example of Frankl's idea of finding meaning in the midst of extreme suffering is found in his account of an experience he had while working in the harsh conditions of the Auschwitz concentration camp:
... We stumbled on in the darkness, over big stones and through large puddles, along the one road leading from the camp. The accompanying guards kept shouting at us and driving us with the butts of their rifles. Anyone with very sore feet supported himself on his neighbor's arm. Hardly a word was spoken; the icy wind did not encourage talk. Hiding his mouth behind his upturned collar, the man marching next to me whispered suddenly: "If our wives could see us now! I do hope they are better off in their camps and don't know what is happening to us."
That brought thoughts of my own wife to mind. And as we stumbled on for miles, slipping on icy spots, supporting each other time and again, dragging one another up and onward, nothing was said, but we both knew: each of us was thinking of his wife. Occasionally I looked at the sky, where the stars were fading and the pink light of the morning was beginning to spread behind a dark bank of clouds. But my mind clung to my wife's image, imagining it with an uncanny acuteness. I heard her answering me, saw her smile, her frank and encouraging look. Real or not, her look was then more luminous than the sun which was beginning to rise.
A thought transfixed me: for the first time in my life I saw the truth as it is set into song by so many poets, proclaimed as the final wisdom by so many thinkers. The truth -- that love is the ultimate and the highest goal to which man can aspire. Then I grasped the meaning of the greatest secret that human poetry and human thought and belief have to impart: The salvation of man is through love and in love. I understood how a man who has nothing left in this world still may know bliss, be it only for a brief moment, in the contemplation of his beloved. In a position of utter desolation, when man cannot express himself in positive action, when his only achievement may consist in enduring his sufferings in the right way—an honorable way—in such a position man can, through loving contemplation of the image he carries of his beloved, achieve fulfillment. For the first time in my life I was able to understand the meaning of the words, "The angels are lost in perpetual contemplation of an infinite glory...."
Another important conclusion for Frankl was:
If a prisoner felt that he could no longer endure the realities of camp life, he found a way out in his mental life– an invaluable opportunity to dwell in the spiritual domain, the one that the SS were unable to destroy. Spiritual life strengthened the prisoner, helped him adapt, and thereby improved his chances of survival.[8]
Frankl's concentration camp experiences thus shaped both his therapeutic approach and philosophical outlook, as reflected in his seminal publications. He often said that even within the narrow boundaries of the concentration camps he found only two races of men to exist: decent and unprincipled ones. These were to be found in all classes, ethnicities, and groups.[9] Following this line of thinking, he once recommended that the Statue of Liberty on the East Coast of the United States be complemented by a Statue of Responsibility on the West Coast, and there are reportedly plans to construct such a statue.[10]
Frankl's approach is often considered to be amongst the broad category that comprises existentialists.[11] Frankl, "who has devoted his career to a study of an existential approach to therapy, has apparently concluded that the lack of meaning is the paramount existential stress. To him, existential neurosis is synonymous with a crisis of meaninglessness".[12]
He is thought to have coined the term Sunday Neurosis referring to a form of depression resulting from an awareness in some people of the emptiness of their lives once the working week is over.[13][14] This arises from an existential vacuum, which Frankl distinguished from existential neurosis.[15]
The existential vacuum - or, as he sometimes terms it, "existential frustration" - is a common phenomenon and is
DR VICTOR FRANKL
Who is Dr Victor Frankl?
Viktor Emil Frankl M.D., Ph.D. (March 26, 1905, Leopoldstadt, Vienna[1] – September 2, 1997, Vienna) was an Austrian neurologist and psychiatrist as well as a Holocaust survivor. Frankl was the founder of logotherapy, which is a form of Existential Analysis, the "Third Viennese School of Psychotherapy". His best-selling book, Man's Search for Meaning (published under a different title in 1959: From Death-Camp to Existentialism, and originally published in 1946 as trotzdem Ja zum Leben sagen: Ein Psychologe erlebt das Konzentrationslager), chronicles his experiences as a concentration camp inmate and describes his psychotherapeutic method of finding meaning in all forms of existence, even the most sordid ones, and thus a reason to continue living.
Frankl was one of the key figures in existential therapy and a prominent source of inspiration for humanistic psychologists.
Viktor Emil Frankl M.D., Ph.D. (March 26, 1905, Leopoldstadt, Vienna[1] – September 2, 1997, Vienna) was an Austrian neurologist and psychiatrist as well as a Holocaust survivor. Frankl was the founder of logotherapy, which is a form of Existential Analysis, the "Third Viennese School of Psychotherapy". His best-selling book, Man's Search for Meaning (published under a different title in 1959: From Death-Camp to Existentialism, and originally published in 1946 as trotzdem Ja zum Leben sagen: Ein Psychologe erlebt das Konzentrationslager), chronicles his experiences as a concentration camp inmate and describes his psychotherapeutic method of finding meaning in all forms of existence, even the most sordid ones, and thus a reason to continue living.
Frankl was one of the key figures in existential therapy and a prominent source of inspiration for humanistic psychologists.
NATURE VERSUS NURTURE
The nature versus nurture debate concerns the relative importance of an individual's innate qualities ("nature," i.e. nativism, or innatism) versus personal experiences ("nurture," i.e. empiricism or behaviorism) in determining or causing individual differences in physical and behavioral traits.
"Nature versus nurture" in its modern sense was coined by the English Victorian polymath Francis Galton in discussion of the influence of heredity and environment on social advancement, although the terms had been contrasted previously, for example by Shakespeare (in his play, The Tempest:). Galton was influenced by the book On the Origin of Species written by his cousin, Charles Darwin. The concept embodied in the phrase has been criticized for its binary simplification of two tightly interwoven parameters, as for example an environment of wealth, education and social privilege are often historically passed to genetic offspring.
The view that humans acquire all or almost all their behavioral traits from "nurture" was termed by philosopher John Locke [[tabula rasa]] ("blank slate") and proposes that humans develop from only environmental influences. This question was once considered to be an appropriate division of developmental influences, but since both types of factors are known to play such interacting roles in development, many modern psychologists consider the question naive—representing an outdated state of knowledge.
In the social and political sciences, the nature versus nurture debate may be contrasted with the structure versus agency debate (i.e. socialization versus individual autonomy).
"Nature versus nurture" in its modern sense was coined by the English Victorian polymath Francis Galton in discussion of the influence of heredity and environment on social advancement, although the terms had been contrasted previously, for example by Shakespeare (in his play, The Tempest:). Galton was influenced by the book On the Origin of Species written by his cousin, Charles Darwin. The concept embodied in the phrase has been criticized for its binary simplification of two tightly interwoven parameters, as for example an environment of wealth, education and social privilege are often historically passed to genetic offspring.
The view that humans acquire all or almost all their behavioral traits from "nurture" was termed by philosopher John Locke [[tabula rasa]] ("blank slate") and proposes that humans develop from only environmental influences. This question was once considered to be an appropriate division of developmental influences, but since both types of factors are known to play such interacting roles in development, many modern psychologists consider the question naive—representing an outdated state of knowledge.
In the social and political sciences, the nature versus nurture debate may be contrasted with the structure versus agency debate (i.e. socialization versus individual autonomy).
WHAT IS HUMAN NATURE?
Human nature refers to the distinguishing characteristics, including ways of thinking, feeling and acting, that humans tend to have naturally.
The questions of what these characteristics are, what causes them and how this causation works, and how fixed human nature is, are amongst the oldest and most important questions in western philosophy. These questions have particularly important implications in ethics, politics and theology. This is partly because human nature can be regarded as both a source of norms of conduct or ways of life, as well as presenting obstacles or constraints on living a good life.
The complex implications of such questions are also dealt with in art and literature, while the multiple branches of the Humanities together form an important domain of inquiry into human nature, and the question of what it means to be human.
The branches of contemporary science associated with the study of human nature include anthropology, sociology, sociobiology and psychology, particularly evolutionary psychology and developmental psychology. The so-called "nature versus nurture" debate is a broadly inclusive and well-known instance of a discussion about human nature in the natural sciences.
The questions of what these characteristics are, what causes them and how this causation works, and how fixed human nature is, are amongst the oldest and most important questions in western philosophy. These questions have particularly important implications in ethics, politics and theology. This is partly because human nature can be regarded as both a source of norms of conduct or ways of life, as well as presenting obstacles or constraints on living a good life.
The complex implications of such questions are also dealt with in art and literature, while the multiple branches of the Humanities together form an important domain of inquiry into human nature, and the question of what it means to be human.
The branches of contemporary science associated with the study of human nature include anthropology, sociology, sociobiology and psychology, particularly evolutionary psychology and developmental psychology. The so-called "nature versus nurture" debate is a broadly inclusive and well-known instance of a discussion about human nature in the natural sciences.
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